During the last third of the class, we will continue to learn about issues that affect public education in America. The main assignment during this time will be a small group presentation to engage and inform the class on a particular educational issue. Your group's project will have two components: An online component that consists of a wikispace page that analyzes a significant collection of resources related to your particular issue, and an in-person component which includes a presentation and activities that will engage us with your issue and help us understand the issue at a deeper level. Though this is a group project, each student will be evaluated on their individual contribution as well as the effectiveness of the group's contribution as a whole. Each component of the assignment is explained in detail below.
Part 1: Background Research and Creation of Issue Page in URITeacherKnowledge
Before you can present information and activities that help us understand your issue, you have to assemble and analyze some sources of information about your issue so that you are capable of deepening our understanding beyond what we already know or what is considered "common sense." While you are gathering these resources, you will assemble a resource page in URITeacherKnowledge that will act as a resource to future URI education students. Since the second component of this project, your presentations, are just for our class, your group's research page is critical because it is what will persist as a resource after the class is over.
The resource page for your issue will have several parts. These parts, along with who is responsible for each part, are explained below:
Name of Section
What does this section include?
What are the specific pieces that need to be included?
Who is responsible for what?
Supports/ Resources/Links/ Hints
Introduction
Title and three paragraphs.
• Title
• Description of Issue, including relevant information from textbook.
• Synthesis of Research
• Description of In-class component
Whole group.
Background Research
• Visual Representation of Related Topics
A mind map, web, or other diagram showing issue at center and related subtopics on the periphery.
Whole group.
• List of Search Questions
There should be at least one search question related to your issue for each group member.
• Collection of Annotated Bibliographies
Each group member must find, read, and summarize at least five articles related to a specific search question.
For each question/group member:
• A related ERIC digest.
• Two essays or editorials expressing opposing views related to the search question or issue.
• One analytical article from a magazine or reputable newspaper (e.g. NYTimes), e.g. Time, Newsweek, etc.
• One scholarly or professional journal article (e.g Educational Leadership, The Science Teacher, American Education Research Journal, etc.)
Part 2: In-Class Presentation/Activities
The second component of the final project is meant to provide you with a chance to be creative and to teach us some of what you've learned. Your group will have a whole class period to help us understand your issue beyond what is contained in our textbook. We have brainstormed possible products and presentation types that can act as a focus for your teaching. Everyone in your group should participate in this component of the project. You may divide up your time among your group members, or you can all work as a team, or anything in between.
The most important thing to keep in mind is that we, like all students, learn by doing and talking. Please provide us with opportunities to engage with both new ideas and with each other.
EDC 102 Final Project Description - Fall 2007
Introduction
During the last third of the class, we will continue to learn about issues that affect public education in America. The main assignment during this time will be a small group presentation to engage and inform the class on a particular educational issue. Your group's project will have two components: An online component that consists of a wikispace page that analyzes a significant collection of resources related to your particular issue, and an in-person component which includes a presentation and activities that will engage us with your issue and help us understand the issue at a deeper level. Though this is a group project, each student will be evaluated on their individual contribution as well as the effectiveness of the group's contribution as a whole. Each component of the assignment is explained in detail below.
Part 1: Background Research and Creation of Issue Page in URITeacherKnowledge
Before you can present information and activities that help us understand your issue, you have to assemble and analyze some sources of information about your issue so that you are capable of deepening our understanding beyond what we already know or what is considered "common sense." While you are gathering these resources, you will assemble a resource page in URITeacherKnowledge that will act as a resource to future URI education students. Since the second component of this project, your presentations, are just for our class, your group's research page is critical because it is what will persist as a resource after the class is over.
The resource page for your issue will have several parts. These parts, along with who is responsible for each part, are explained below:
• Description of Issue, including relevant information from textbook.
• Synthesis of Research
• Description of In-class component
Part 2: In-Class Presentation/Activities
The second component of the final project is meant to provide you with a chance to be creative and to teach us some of what you've learned. Your group will have a whole class period to help us understand your issue beyond what is contained in our textbook. We have brainstormed possible products and presentation types that can act as a focus for your teaching. Everyone in your group should participate in this component of the project. You may divide up your time among your group members, or you can all work as a team, or anything in between.
The most important thing to keep in mind is that we, like all students, learn by doing and talking. Please provide us with opportunities to engage with both new ideas and with each other.